LIFE PROGRAM Learning Is For Everyone

Coastal Carolina University proposes to develop and provide a non-residential and residential based four-year post-secondary education program for students with intellectual disabilities.

Program Definition American Association on Intellectual and Developmental Disabilities – AAIDD Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18.

Purpose The purpose of this post-secondary education program is to promote a smooth and effective transition from secondary school to a four-year higher education institution, as well as provide these post- secondary opportunities on a college campus.

Coastal Carolina University will coordinate, collaborate, and develop post-secondary programming with the assistance of: area school districts, local and state disabilities and special needs service agencies, local area businesses, and various departments and services at Coastal Carolina University. Coastal Carolina University will coordinate, collaborate, and develop post-secondary programming with the assistance of: area school districts, local and state disabilities and special needs service agencies, local area businesses, and various departments and services at Coastal Carolina University.

The LIFE Program A post-secondary, tuition-based program that will allow students to have the support and guidance necessary to navigate through this inclusion and emergent type program. Components which will allow for the students’ full inclusion within the college campus community, as well as supportive and developmentally appropriate scheduling and coursework that will assist in assuring the students’ smooth, effective transition, guidance, and success throughout the program.

Program Objectives Objective 1 Provide vocational evaluation that includes academic and job skill counseling, testing, and on-the-job evaluations to help students learn about and identify the types of jobs/careers they are most interested in pursuing. Objective 2 Identify and develop an individualized career plan that will enable students, upon completion of program, to be able to 1) pursue and obtain employment of choice in their field of interest; 2) develop work skills necessary to function successfully within the working environment; 3) develop socialization skills; and 4) build or enhance basic academic skills in areas of need/interest. Objective 3 Assist students in developing life skills required to live independently within the local community and provide positive social experiences to prepare students for various life experiences. Objective 4 Provide opportunities to take courses in academic areas including but not limited to math, reading, science, social studies, and humanities. Objective 5 Provide experiences with assistive technology to facilitate academic, vocational, and communication goals. Objective 6 Establish mentorship and collegial relationships within the campus community.

To accomplish these objectives, the program is designed to emphasize: –student independence and personal development, –choice making, –individualized work environments, –communication skills, –money skills, –integration within the college community, and –transition to an integrated work environment. The program is structured around a schedule which includes: –college classes, –career exploration, –functional living skills training, –campus events, –job training, –community experiences, and –extracurricular activities. Coastal Carolina University LIFE program will enable students with intellectual disabilities the educational and social development opportunity to address four key primary areas: –academic enrichment, –socialization, –independent living skills, and –competitive or supported employment.

Program Structure Program course of study will be designed to duplicate a typical college schedule. Each student’s schedule will operate from Monday through Friday daily hours depend on academic offerings and individual student needs. Individual programs of study will be determined based on each student’s interests and abilities.

Academic Year FreshmanSophomoreJuniorSenior SemesterSemester 1Semester 2Semester 3Semester 4Semester 5Semester 6Semester 7Semester 8 Course of Study Career Awareness Course 3 credits Career Awareness Course 1 credits Career Awareness Course 1 credits Career Awareness Course 1 credits Career Awareness Course 1 credits Career Awareness Course 1 credits Career Awareness Course 1 credits Career Awareness Course 1 credits First Year Experience (FYE) – Part 1 3 credits First Year Experience (FYE) – Part 2 3 credits Developmental Core Course 3 credits Developmental Core Course 3 credits Developmental Core Course 3 credits Developmental Core Course 3 credits Developmental Core Course 3 credits Developmental Core Course 3 credits UNIV 105: Academic Improvement Hour Non credit Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 2 credits Independent Living and Social Development/ Awareness 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits Leisure and Recreation 3 credits UNIV 150 Career Exploration 3 credits Career Exploration Apprenticeship (on campus) 3 credits Career Exploration Apprenticeship (on campus) 3 credits Career Exploration Apprenticeship or Internship (on or off campus) 3 credits Career Exploration Apprenticeship or Internship (on or off campus) 3 credits Career Exploration Apprenticeship or Internship (off campus) 3 credits Career Exploration Apprenticeship or Internship (off campus) 3 credits Credit Hours12 Residence Requirement On Campus Housing – The Woods – Optional On Campus Housing – The Woods – Required On or Off Campus Housing - University Place – Required

Developmental Core Course Options (sample listing in formal proposal) Preliminary conferences have been held with departments and instructors pertaining to students’ appropriate placements based on each student’s interests and abilities. A decision will be made on an individual basis, and determination of Course Grading Scale Option for each student for each class will also be determined on an individual basis. Integrated Instructor meetings will be scheduled with each instructor specific to the LIFE program students within their course to discuss academic expectations, appropriate placement, and course grading scale option.

Specific Components of the Program Certificate Program On-going Assessment and Guidance each semester with a Personal Development Plan Four-year program with a two-year on-campus and a one year off-campus residential experience Academic Mentors (four years) Social Mentors (four years) Career Exploration Apprenticeship (on- campus) Internships (on-campus and off-campus – job exploration and shadowing) Developmental Core LIFE Portfolio (culminating inclusive representation of development, growth, and completion of program)

Admission Criteria Admission Structure: –Cohort Structure Acceptance of 6 or fewer students in each cohort each year Cohorts will be identified to begin each fall semester

Program Admissions Criteria Must be between years old Have an intellectual disability Must have completed a non-state diploma track program (i.e., certificate of achievement, district diploma, etc.) Agree to participate in a writing sample, with appropriate accommodations Demonstrated interest and desire to pursue educational, employment, and life experiences through post-secondary education Agree to actively participate in assessments, such as cognitive, independent living, and others Three letters of recommendation Must sign an informed consent form, liability waiver, and media release and be willing to participate in research and promotional activities of this program Current IEP or preliminary preadmission assessment and/or High School Portfolio (assessment techniques; resume/learning inventory; Practical Assessment Exploration System (PAES) lab

Evaluation Plan Evaluation of this program will occur in several different formats across each semester. –data will be collected and analyzed at the end of each semester on each student’s progress in the four primary areas and on the degree of stakeholder satisfaction –Course academic status as well as developmental progress will assist as a means for measuring student performance and progression through the program. –Students will be expected to set personal and developmental goals in each of the four primary areas. –At the end of each semester, students will schedule a conference with the academic advisor to discuss and determine the need to set new goals or continue working on current goals. –Parents of the students and course faculty will be surveyed on their satisfaction with the program and to provide suggestions for future programming. –Employers will also be surveyed or interviewed regarding a student’s work habits, skills, and abilities. –Program adjustments will be made as necessary in response to the data.

Evaluation Plan Internal monitoring will be conducted once per semester to measure the effectiveness and the efficiency of the program. This monitoring will be conducted by the Principal Investigators and will include outside evaluators with experience in program development and implementation and/or working with students with intellectual disabilities. In addition to the evaluation of the LIFE program, we propose to identify 3-5 exemplary programs across the United States to use as benchmarks for this program and converse with their directors for program advisement and guidance. The program’s Advisory Board will also be asked to review the program and make recommendations for the next year. The program also agrees to participate in evaluation processes conducted by NDSS and CTC.

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